Group projects: more learning? Less fair? A conundrum in assessing postgraduate business education

Nordberg, Donald (2008) Group projects: more learning? Less fair? A conundrum in assessing postgraduate business education. Assessment & Evaluation in Higher Education, 33 (5). pp. 481-492. ISSN 0260-2938

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Official URL: http://dx.doi.org/10.1080/02602930701698835

Abstract

Group projects form a large and possibly growing component of the work undertaken for assessing students for postgraduate degrees in business. Yet the assessments sources, methods and purposes result in an array of combinations that the literature on assessment fails to capture in its full complexity. This paper builds on a new framework for discussing the assessment of group projects and reports on an exploratory piece of empirical research to examine the questions posed in the title: Is there more learning? The answer is a solid, if less than emphatic yes. Is it less fair? Probably, but what is the alternative?

Item Type: Article
Subjects: University of Westminster > Westminster Business School
Depositing User: Miss Nina Watts
Date Deposited: 02 Mar 2010 16:19
Last Modified: 02 Mar 2010 16:19
URI: http://westminsterresearch.wmin.ac.uk/id/eprint/7643

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